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Test specifics
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Conteúdos temáticos /
Tipologia de itens Cotação Critérios de classificação
Domínios de referência

Listening

A) de seleção: 10 1 ponto: correspondência certa

– Study abroad programmes
correspondência 0 pontos: correspondência errada
– Accents
B) de seleção 32 2 pontos: resposta correta
0 pontos: resposta
incorreta
Reading and Use of English

A) de seleção: encontrar 15 3 pontos: evidência correta

evidência 0 pontos: evidência incompleta ou incorreta
B) de seleção: antónimos 10 2 pontos: antónimo certo
0 pontos: antónimo
errado
C) de seleção: referentes 8 2 pontos: referente certo
0 pontos: referente
errado
D) de construção: 24 8 pontos: resposta certa, completa sem erros gramaticais ou
perguntas diretas sobre o ortográficos
– British and texto 4-7 pontos: resposta certa, completa com alguns erros
American English gramaticais ou ortográficos
– Purpose clauses 1-3 pontos: resposta certa, incompleta com muitos erros
– Modal verbs gramaticais ou ortográficos
– Relative clauses 0 pontos: resposta errada
E) de seleção 16 2 pontos: resposta certa
0 pontos: resposta
errada
F) de construção: 16 4 pontos: reescrita certa
reescrita de frases 0 pontos: reescrita
errada
G) de construção: 15 3 pontos: reescrita certa
reescrita de frases 0 pontos: reescrita
errada
H) de construção 16 4 pontos: reescrita certa
0 pontos: reescrita
errada
Writing

De construção: resposta 38 30-38 pontos: articula as ideias de forma adequada num texto
extensa (cerca de 100- claro e coerente; bom domínio das estruturas e formas
120 palavras) sobre gramaticais, vocabulário variado e adequado; erros ortográficos e
uma das unidades gramaticais pouco frequentes e não impeditivos de compreensão;
temáticas. respeita os limites de palavras.
14-29 pontos: texto pouco organizado, mas coerente;
vocabulário pouco variado, mas adequado; erros ortográficos e
gramaticais frequentes e não impeditivos de compreensão; pode
Vocabulário relacionado não respeitar os limites de palavras.
com os temas 5-13 pontos: texto desorganizado e simples, abordando o tema
de forma genérica e recorrendo a repetições e pormenores
pouco relevantes; vocabulário pouco adequado; erros
ortográficos e gramaticais frequentes; pode não respeitar os
limites de palavras.
1-4 pontos: texto muito desorganizado e simples; erros
ortográficos e gramaticais sistemáticos, vocabulário pobre e
frases sem sentido; não respeita limites de palavras; conteúdo
pode afastar-se do que é pedido.
0 pontos: texto sem sentido; estrutura elementar e desajustada;
conteúdo não corresponde ao que é pedido.
#English, 10.º ano –
Evaluation
 Answer key and Scripts
Listening
A. 1. Katherine; 2. Alex; 3. Katherine; 4. Makere; 5. Makere; 6. Alex; 7.
Alex;
8. Katherine; 9. Katherine; 10. Makere
B. 1. Chinese language and culture; 2. delicacies; 3. seafood; 4. hustle and
bustle;
5. integration; 6. confident; 7. interesting places; 8. Green House; 9.
New Caledonia; 10. beaches; 11. the real NC – the culture, the food;
12. islands; 13. bus routes; 14. went snorkelling; 15. communicate with
people; 16. learning another culture
Reading and Use of English
A. 1. “I was drawn by the picture he was painting of a city bursting with both
life and history.”
2. “…much like any other European city.”
3. “Want to make any friends at all? Student societies are where it’s at.”
4. “…I have never before stared blankly at an exam page for such an
extended period of time.”
5. “People always complain about the weather but it’s really quite
palatable.”
B. 1. initially; 2. abundance; 3. unique; 4. encountered; 5. palatable
C. 1. classmate’s; 2. Tirra; 3. student societies; 4. readers’
D. 1. She became interested in studying in Edinburgh because her
classmate described the city so nicely that she was drawn in by the
picture of the city bursting with both life and history.
2. You can scale Arthur’s Seat, trek in the Pentlands, go to pubs and
there are beautiful landscapes to see as the Scottish Highlands.
3. No, she didn’t. Scottish Gaelic is very difficult to learn and only some
people can speak it, so there’s no way to start a conversation in
Scottish Gaelic to improve the linguistic skills.
E. 1. sweets; 2. apartment; 3. downtown; 4. wellies; 5. period; 6. jumper; 7.
elevator;
8. toilet
F. 1. Tirra went to Scotland so that she could learn Scottish Gaelic.
2. She went to the Highlands to see the landscape.
3. She went to school by train so as not to be late for classes.
4. She got involved in student societies in order to make friends.
G. 1. …mustn’t skip classes.
2. …can speak a bit of Scottish Gaelic.
3. …should enrol in a Study Abroad Programme to master your English.
4. …must hand in her essay tomorrow.
5. …must be in her Scottish Gaelic class.
H. 1. …friend who has been to…
2. …which has cobblestone streets…
3. …societies which / that are full of…
4. …who is very talkative.
Script:
Alex: Hi, my name is Alex. I was very recently given the awesome opportunity
to go to Xiamen, China, through the School of Languages and Cultures’
Language Study
ENG10TRF © Porto Editora
Abroad programme. I had four weeks at the beautiful Xiamen University,
deeply immersing myself in the Chinese language and the culture of the area.
The in-class time was dedicated to the language learning with the help of many
helpful volunteers. Outside the classroom was spent exploring the local area
and trying out all of the local delicacies, which, due to a long history of the city
being a port, were all seafood. The university also arranged some trips to
attractions, such as GuLangYu Island, and by self-organisation we were
able to visit the amazing Wuyi Mountains. The language abroad programme
truly showed me the difference between “studying” and “learning” and has
really boosted my confidence in my ability to speak and understand
Chinese. I would recommend this learning-through-immersion opportunity to
all language students.
Katherine: My name is Katherine Kooistra and I am in my final year studying a
BA, majoring in International Relations and German. I was the lucky recipient of
a DAAD Winterkurs scholarship, which saw me spend last summer in the hustle
and bustle of Berlin, Germany. The entirety of my trip in Berlin, I was
surrounded by compassionate and generous students from all around the world
studying German at IIK BerlinerID. With these students, many of whom soon
became life-long friends, I not only bettered my German knowledge, but also
learnt to fully experience the life of a Berliner. Monday to Friday, I attended
class from 9 am to 1 pm. Classes were full of things like grammar, speaking
and listening comprehension. The class was very much like German back
at Vic, which allowed for a seamless integration – I feel far more confident
with my German as a result! I kept my days and nights very full! When I
wasn’t studying, I was with friends – visiting museums, going to bars and
gigs, on street art tours, strolling the streets and eating German cuisine. I
managed to visit nearby city Potsdam, as well as Hamburg and Dresden. My
goal was to go to the most interesting places in Berlin – highlights including
Teufelsberg (an abandoned US communications spy tower turned street art
paradise) and The Green House (a multicultural artist 7-storied house with a
weekly open jam night). Every day in Berlin was different and I wouldn’t swap
my experiences for anything in the world!
Makere: Hi, my name is Makere and I was lucky enough to spend my
summer on the French territory, New Caledonia, in the capital, Noumea. Most
people know New Caledonia from the postcards: beaches, palm trees and
sun. I am one of the lucky few who can say I have experienced the real
NC – the culture, the food, and the people. Living on campus, my mornings
consisted of intensive language classes (grammar, pronunciation, tenses,
conjugations, you name it!) and because of the heat classes normally start
around 7.30 am. By the time it hits the afternoon, you're usually exhausted, but
power through a lecture (French history, literature, politics) and at 2 pm classes
are done. It's time for the beach or to head into town for some exploring
and mingling with locals. Weekends were spent travelling to Noumea’s
many islands, getting lost on the bus routes, lounging on the beach,
snorkelling or eating myself into a food coma. One of the highlights of my
trip was being able to communicate with people in their own language and
learning another culture. Nouvelle Caledonie, tu me manques, and I hope to
return again soon. If you’re considering applying, the only advice is – do it,
regardless of the language or culture, you won’t regret it.
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Listening
A Listen to three people (Alex, Katherine and Makere) talking about their experiences 10×1=10
in a Language Study Abroad Programme. Decide who says what and write the name
in front of each sentence.

1. I bettered my German knowledge.

2. I understood the difference between “studying”

and “learning”.

3. My classes were full of grammar,

listening comprehension and speaking.

4. Classes started at 7.30 because of the

hot weather.

5. In the afternoon we were already exhausted.

6. I’ve been to China for four weeks.

7. Many helpful volunteers helped me during classes.

8. I attended classes from 9 am to 1 pm.

9. I visited museums, went to bars, gigs and street art tours.

10. After classes I used to go to the beach.

B Listen again and fill in the gaps with the correct words. 16×2=32

Alex immersed himself in the 1 of the area. After classes he explored the local area by
trying out the local 2 , which were all 3 .
Katherine spent her last summer in the 4 of Berlin. Her classes were very similar to
Vic’s, which allowed a full 5
and now she feels more 6 with her
German. She intendedto visit themost7 , like Teufelsbergand The8 .
Makere spent her summer in 9 , which is known for its 10 , palm
trees and sun. She was lucky because she was able to experience the 11 and the people.
She travelled to many of Noumea’s 12 , got lost on the 13 , lounged
on the beach, 14 and ate a lot. One of the highlights of her trip was being able to
15 in their own language and 16 .

#English, 10.º ano –

Evaluation
 Reading and Use of English
Read the following text.

Studying Abroad in Scotland

Why did you choose to study abroad in Scotland?

I initially became interested in Scotland when a fellow classmate invited me to coffee to talk about his
experience in Edinburgh. He talked on and on about the singularity of the city and how he was unable to
recreate the feeling of walking along the cobblestone streets or short-cutting his way through Edi’s closes
and winds. I was drawn in by the picture he was painting of a city bursting with both life and history.

What were the best parts of being an international student in Scotland?

5 Edinburgh boasts both city life and an abundance of green space. Arthur’s Seat can be scaled in less than
an hour, the Pentlands offer multiple trails to trek, and there are enough pubs to satisfy anybody’s bar
crawl requirements. Plus, the Scottish Highlands have some of the most diverse and breathtakingly
beautiful landscapes I’ve ever seen. Besides the allure of nature, Edinburgh is bursting with diversity,
much like any other European city. People from all corners of the world add to the unique character of
Edi.
10 Whether you’re a native English speaker or someone looking to improve upon your language skills, the
Scottish accent will pose a worthy challenge.

What was the student life like at your university?

Want to make Scottish friends? Want to make any friends at all? Student societies are where it’s at. The
Uni of Edinburgh offers 280+ special interest societies (aka clubs) for students to get involved. There are
study– centric societies such as Business Society or Biomedical Society for those that want to
supplement their
15 education and there are plenty of clubs that are purely fun. I joined both the Wine Tasting Society and the
Whisky Tasting Society and I met people involved in the Belly Dancing Society, Pony Trekking Society,
and the Murder Mystery Society. If joining a society isn’t in the cards, it’s a sure bet that you’ll find
fellow students in any of the pubs on Cowgate.

What was the biggest challenge you faced academically?

I chose to enroll in Intro to Scottish Gaelic. I’ve always loved learning new languages so I thought that this
20 would be a chance to understand the basics of an endangered language. Oh boy, I was in for a ride.
Scottish Gaelic was unlike any language I had ever encountered: silent letter clusters, unfamiliar
grammatical structure, and unique pronunciation rules. With such a small proportion of language
speakers, it was nearly impossible to come across organic Gaelic conversation. I can say, without a doubt,
that I have never before stared blankly at an exam page for such an extended period of time. Needless
to say, I can only
25 speak a handful of phrases to this day. (Ciamar a tha thu?)

Do you have any advice for students who may study abroad in Scotland?
ENG10TRF © Porto Editora

Pack a raincoat and make room in your budget for plenty of pints. People always complain about the
weather but it’s really quite palatable. Also, skip paying for public transportation if you’re in Edinburgh!
You can walk anywhere in the city in a relatively short amount of time and you can use your pounds on
more important things like kebabs and Innis & Gunn. Lastly, plan a road trip to the Highlands. You’ll
never
30 forgive yourself if you miss out.
Tirra, U.S.A.
https://www.educations.com/study-abroad-student-stories/studying-abroad-in-scotland-from-us-12905
 E
A Find evidence in the text for the following sentences. 5×3=15 N
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1. Tirra could recreate in her mind the city of Edinburgh while she was talking to a friend RF
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who had already been there. Po
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2. Edinburgh is similar to any other European city. ito
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3. In Edinburgh you can make friends by joining a student society.

4. Scottish Gaelic was difficult to learn.
5. The weather in Scotland is not very nice.

B Read the text again and look for antonyms of these words. 5×2=10
1. lastly (1st paragraph)
2. shortage (2nd paragraph)
3. common (2nd paragraph)
4. lost (4th paragraph)
5. unpleasant (5th paragraph)

C What do these words in bold refer to in the text? 4×2=8

1. his (line 1)
2. I (line 8)
3. where (line 12)
4. your (line 26)

D Answer the questions about the text. 3×8=24

1. Why did Tirra become interested in studying in Edinburgh?

2. What are the activities that can be done in Edinburgh?

3. Did she actually learn Scottish Gaelic? Justify your answer.

E Tirra, who is American, has gone to Scotland in her Study Abroad Programme. As 8×2=16
you know, there are some differences between AmE and BrE. Complete the table
with equivalent words or phrases.

AmE BrE
candy 1.

2. flat

3. the city centre

rainboots 4.

5. full stop

sweater 6.

7. lift

restroom 8.

#English, 10.º ano –

Evaluation
 F Build purpose clauses using the words provided. 4×4=16
1. Tirra went to Scotland. She wanted to learn Scottish Gaelic. (so that)

2. She went to the Highlands. She wanted to see the landscape. (to)

3. She went to school by train. She didn’t want to be late for classes. (so as)

4. She got involved in student societies. She wanted to make friends. (in order to)

G Rewrite the sentences in a way that they mean the same as the ones provided. Use a 5×3=15
modal verb.
1. Tirra is not allowed to skip classes. Tirra .
2. She is able to speak a bit of Scottish Gaelic. She .
3. If I were you, I would enrol in a Study Abroad Programme to master your English. You
.
4. Tirra has to hand in her essay tomorrow. She .
5. I’m sure Tirra is in her Scottish Gaelic class. Tirra .

H Complete the following relative clauses using 2 to 5 words. 4×4=16

1. Tirra has a friend. He’s been to Scotland.

Tirra has a Scotland.
2. Edinburgh is a very nice city. It has cobblestone streets.
Edinburgh, , is a very nice city.
3. You can join societies. They are full of students.
You can join students.
4. I met Tirra. She is very talkative.
I met Tirra, .

Writing
Choose A or B and write about 100-120 words. 38

A You are attending a Study Abroad Programme and a friend of yours has written you
an email asking for information about the city, the school, your new friends and
whether you are enjoying the experience. Reply to his/her email.
B Watching a film is a good way to improve your language skills. Choose one and write
a film review for your school newspaper.

Listening Reading Use of English Writing Your score

42 57 63 38 200
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